��ɫֱ��

Tuesday, May 30, 2023���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� ����������������������������������������������������������������������

��ɫֱ�� and union ratify new collective agreements

The ��ɫֱ�� (��ɫֱ��) and the Canadian Union of Public Employees (CUPE) Local 1165-01, representing office, clerical and technical staff; and Local 1165-02, representing custodial and maintenance staff have ratified four-year local collective agreements to cover the period from Sept. 1, 2022 to Aug. 31, 2026.

“CUPE Locals 1165-01 and 1165-02 are pleased to announce that both CUPE and ��ɫֱ�� ratified new four-year collective agreements, allowing CUPE members to continue supporting student achievement and well-being in schools,” said Trevor Russell, President of CUPE Local 1165.

Previously at the provincial table, a central agreement was ratified between CUPE and the Government of Ontario / Ontario Public School Boards Association (OPSBA) on December 19, 2022.

“These new four-year collective agreements will continue to strengthen the relationship with valued employee groups. Their contribution to a safe and positive learning environment that supports student achievement and well-being is greatly appreciated,” said ��ɫֱ�� Chair Erika Lougheed. “We respect the efforts of the negotiation team in accomplishing these collective agreements.”

“The ��ɫֱ�� appreciates the essential work and commitment of support staff and their contribution to supporting the pillars of the Multi-Year Strategic Plan (MYSP),” said ��ɫֱ�� Director of Education Craig Myles. “The ��ɫֱ�� is grateful for CUPE’s cooperative work towards the ratification of the collective agreements which will ensure that their indispensable service will continue without interruption.”

Friday, May 19, 2023

Committee’s work remains grounded in Human Rights Code

The Chippewa Secondary School Renaming Committee met on May 17, 2023, to continue its work of determining the best path forward in selecting a new name for Chippewa Secondary School. The committee acknowledged that many voices and perspectives have been brought forward throughout this process. The committee, in alignment with the direction of the ��ɫֱ��, (��ɫֱ��), continues to prioritize student well-being and the work of the committee remains grounded in the Human Rights Code.

Members heard and discussed the Feb. 16, 2023, statement from the Ontario Human Rights Commission (OHRC), which states, in part, that the “OHRC is aware and concerned about the increasing violence targeted at education officials for doing human rights work, adhering to the obligations set under the Ontario Human Rights Code and implementing government policy.” Like the OHRC, ��ɫֱ�� remains committed to providing resources, increasing understanding and advancing the human rights of all. The OHRC acknowledges that educational officials continue to be the targets of hate and violence for doing this work, despite the fact that these officials have a legal duty to provide education and learning environments that follow and support the Human Rights Code. The full statement issued by the OHRC can be found .

��ɫֱ�� remains committed to supporting all students, which includes removing barriers that perpetuate harm. The committee has learned, through this process, that ��ɫֱ��’s current School Openings, Closing and Consolidation Administrative Guideline requires updates that more closely reflect the mandates set forth in the Human Rights Code. Changes to that Administrative Guideline will follow the usual process for approval, including a 30-day consultation period. Once complete, the Administrative Guideline will ensure that the human rights of all people are prioritized and maintained in the opening, closing, or consolidation of any ��ɫֱ�� school.

The committee looks forward to meeting again and continuing its work once the new administrative guideline is complete.

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The This is Me Survey Deadline has been extended until May 19.

��ɫֱ�� (��ɫֱ��) is surveying its students to better understand our student populations and school communities, to identify and respond to barriers to student success, inclusion and well-being, to enhance the creation and distribution of programs and services.

Read more and see the��survey questions here.

Friday, May 12, 2023

Hockey skills program expands to more ��ɫֱ�� schools

��ɫֱ��’s (��ɫֱ��) popular Hockey Canada Skills Academy program is expanding again. The program, which was initially launched at Parry Sound High School, is now hitting the ice at Almaguin Highlands Secondary School (AHSS) and F.J. McElligott Secondary School.

Students in the hockey skills program earn high school credits while honing their hockey skills on and off the ice. The goal of the sessions is to develop individual hockey skills and knowledge and encourage healthy living habits and team building.

“Almaguin Highlands Secondary School is absolutely thrilled to be launching an innovative new Hockey Canada Skills Academy program this September that combines academics and athletics,” AHSS Principal Heather Hickey said. “We have had 35 students interested in the program and they will earn two physical education credits. The co-ed program is a partnership between the school board, Almaguin Minor Hockey and Hockey Canada. It is open to all Grade 9, 10, 11 and 12 students.

“It’s a great program to get students excited about coming to school. Learning goes beyond shooting, passing and skating, as students learn important skills related to teamwork and communicating with one another,” Hickey said. “Our on-ice instructors have a wealth of experience in skills development and the teachers involved with the program have demonstrated a clear commitment to scholastic achievement.”

F.J. McElligott physical education teacher and hockey skills academy lead instructor Cody Lacelle said, “experiential learning opportunities like this are very important. They provide students who have different learning styles an equal opportunity to show their understanding. Students struggle with learning concepts that don’t pertain to real-world experiences. As the student interacts with the experience, it becomes real to them and easy for them to understand whatever concepts they may be dealing with. This program offers numerous ‘untraditional learning’ opportunities. It allows students to learn outside of the typical four-wall classroom.”

Lacelle explains that the goal is not to create NHL calibre hockey players but to provide an experiential learning experience to students who may not have had the opportunity to try the sport. To that end, F.J. McElligott has three full sets of equipment to remove any barriers for students who may want to participate.

“It is my goal that students are able to build numerous on-ice skills that they can take off the ice and use in their everyday lives. These skills include communication skills, leadership skills, teamwork skills and many other valuable life skills,” Lacelle said.

Enthusiasm for the program is high both in the school and the greater Mattawa community. Lacelle says the enrolment in the class is roughly equivalent to 25 per cent of the school population and there are plans to expand the class offerings by securing more community partnerships in the years to come.

Almaguin is also developing community partnerships. AHSS sports coordinator Trevor Hingley said the school is grateful to have the support of the community and the South River-Machar Arena and the Sundridge Strong Joly Arena.

“The academy is a great opportunity to partner with a local community organization and support our students in developing both hockey and life skills,” Hingley said. “We are currently working on building a connection to community members who would make great guest coaches throughout the program.

“Regardless of their skill level and ability, we’re committed to ensuring that each and every student enrolled in this program will improve both academically and athletically,” Hingley said.

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Friday, May 12, 2023

The following are the highlights of the ��ɫֱ�� (��ɫֱ��) meeting of Tuesday, May 9, 2023.

Literacy team acknowledged for provincial award

Kara Macie, an ��ɫֱ�� speech pathologist and member of the literacy team, was acknowledged at the Board meeting after being chosen as one of six educators across the province to receive a 2023 Literacy Leader of the Year Award from the International Dyslexia Association of Ontario.

The Board wanted to shine a light on the work of Macie and her colleagues. Their work has a focus on literacy through the lens of equity. Macie was recognized not only for her evidence-based practices but also for her willingness to share what she has learned with colleagues throughout Ontario.

Macie believes that the work of educators is not complete until every child can read.��To that end, her dedication to supporting ��ɫֱ�� in adopting structured literacy practices placed the board in a position where educators were aligned with recommendations from the Ontario Human Rights Commission’s Right to Read report well before it was released last year.

Board Chair Erika Lougheed praised Macie’s “exemplary endeavours” and Director of Education Craig Myles noted the difference that can be made when learning is “sparked by inspirational staff.”

In personal remarks to Macie, several trustees shared heartfelt stories of how they or their family members were affected by her work.

Learn more in this media release.

Board adopts new student dress guideline

An updated administrative guideline that covers student dress was presented to the Board in a report from Superintendent Gay Smylie. The report notes that the board must ensure that administrative guidelines reflect and support grounds protected by the Ontario Human Rights Code (OHRC), in order to decrease discrimination and promote inclusivity.

A working group investigated the issue and found that many school boards in Ontario have already moved to a more inclusive and equitable dress policy. The new Student Dress Administrative Guideline advises why dress codes can be detrimental to specific groups and inequitably applied to specific OHRC�� rights.

The draft guideline was posted from Feb. 14 to March 15, 2023 for public consultation.

The Safe Schools Team will provide training for principals and staff on how to communicate student dress expectations related to specific health and safety

standards for participation in specific courses. The training will also include discussions about what is acceptable and how to address instances of inappropriate dress respectfully.

The new administrative guideline is now on the website.

Trustees updated on ��ɫֱ��’s tutoring supports

Superintendent Melanie Gray provided a report in the Board package to update trustees on how ��ɫֱ�� managed the resources provided by the Ministry of Education for its Plan to Catch Up. Initially, the program was to wrap up on March 31, 2023, but the ministry recently extended the program to the end of the 2022-2023 school year.

More than 60 educators were hired by the board to facilitate before and after-school tutoring programs that focused on literacy, mathematics and foundational learning skills. Tutors took part in two professional learning sessions and attended weekly learning summaries to support project planning and monitoring. School teams identified a tutoring focus in response to student need or interest, and smaller groups and 1:1 tutoring was available. Sessions took place either in person or virtually.

Parent/guardian feedback to a survey about a corrective reading tutoring program shows that a large majority of respondents believed their child enjoyed the tutoring program, their child is more confident as a learner since the tutoring program and that their child has been more successful in their learning as a result of the program.

Staff are exploring avenues to expand tutoring programs and partnerships to enhance services for students.

A final report on the tutoring program will be submitted to the Board at the conclusion of the program.

Director’s report includes MYSP update

Director Myles’ report included data to show positive movement in the area of Excellence in Teaching and Learning, one of the four priority areas of the multi-year strategic plan (MYSP). He highlighted three new digital math tools that are available to students. They align with the provincial curriculum and provide adaptive, differentiated and responsive learning opportunities to students.

Myles also spoke about the board’s Indigenous Education Action Plan. Highlights in the work of the Indigenous education team include supporting the Indigenous Youth Circle (IYC) to develop a draft term of conditions and selection of the Indigenous Student Trustee, the partnership which will bring three learning powwows to

Northern, Chippewa and West Ferris Secondary Schools and working on collaborative grant proposals with Dokis and Moose Deer Point First Nations.

He also reminded trustees of the equity, diversity and inclusion event that is taking place at Alliance Public School on Wednesday, May 16 from 6 to 8 p.m. Everyone is invited to the event, which will feature breakout room speakers from the Ontario Principals’ Council, OutLoud North Bay, Métis Nation of Ontario, the North Bay Multicultural Centre and ��ɫֱ��.

New student trustees announced

As part of their report to the Board, the student trustees announced the names of their successors.

Both Student Trustee Cecilia Darling and Indigenous Student Trustee Allen Lewis Trodd have completed two terms with the Board, and their current term ends Aug. 31. They announced that next school year, Dora Chen and Albany Benson will be at the Board table as the Student Trustee and Indigenous Student Trustee.

Darling also reported that the secondary schools have been holding several events, including acknowledging Asian Heritage Month in May, and May 5 as Red Dress Day recognizing Missing and Murdered Indigenous Women, Girls and Two-Spirit. Darling also noted a variety of extra-curricular and sports events that are taking place.

Trodd noted it was a busy time, with a powwow for tiny tots, planning powwows to bring youth together, the rebuilding of the learning lodge at Parry Sound High School and an Indigenous Youth Circle retreat.

Director Myles thanked both student trustees for their contribution to the Board, and their mentorship in getting the next student trustees ready for their work.

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Note: the full agenda package is posted on the website prior to meetings, and official minutes are posted after they are approved at the next Board meeting.

Thursday, May 11, 2023

��ɫֱ�� students enter a world of virtually limitless opportunities

Despite not being old enough to drive, students at Britt Public School had the unique opportunity to operate heavy equipment such as rock trucks, loaders and excavators. A visit from ORIGIN mobile simulators meant students were able to virtually experience what it’s like to be a construction equipment operator.

ORIGIN is an Indigenous-owned and operated company which focused on innovating the process of recruitment and selection while developing localized workforce and partnership strategies. The company has travelled to more than 30 First Nations communities in the North, delivering training services with their mobile heavy equipment simulator classroom.

Britt had 10 students from Grades 6-8 participate in the event where they learned how to drive machines safely, how big machines work, the safety rules when driving machines and about various trades through virtual reality (VR).

Roy Desjardins, ��ɫֱ��’s (��ɫֱ��) Ontario Youth Apprenticeship Program (OYAP) coordinator and dual credit teacher said, “This is the first year we have been able to get the VR simulator trailer and I wanted to make sure one of our more rural schools got the chance. Britt has a small student population, so we were able to ensure most of the senior students had a chance to try out the simulator.”

Britt Public School Vice-Principal Marlene Michaelis said, “It was an opportunity to look closely at skilled trades they may be interested in. The Grade 8 students were able to view a virtual reality experience that showcased several trades through a 360-degree program.”

In addition to the heavy equipment simulations, ORIGIN offers virtual reality experiences in several trades including wildlife biologist, millwright, autobody repair and aircraft engineer to name just a few.

“The Grades 6, 7, and 8 students spent a great deal of the day on the simulators, working an excavator and driving a loader. A few Grade 5 students were invited to try the machines, as well,” Michaelis said. “Many of the students were interested in learning more about the trades that they had been completely unfamiliar with. As our students venture forth into high school, they are more informed as to their options for the future.”

Britt student Myra said, “It was so cool! We learned how to drive big machines safely. They even said they actually train people on those games. There were a lot of different jobs to look through.”

Fellow student Paige said, “The chairs moved. It was so hard. I hit a pipe and the entire chair moved. I started to dig slower after that!”

Student Aiyana also had her eyes opened to the different career possibilities in the trades, stating, “I didn’t know that hairdressing was a trade!”

“Did you know that we don’t have to go to college or university?” student Donny said. “We can start working in an apprenticeship right away. We can get paid to learn.”

 

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Wednesday, May 10, 2023�� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� ��

��ɫֱ�� recognizes achievement of educator named as provincial literacy leader by provincial organization

Kara Macie, ��ɫֱ�� (��ɫֱ��) lead speech-language pathologist, attended the Board meeting last night to be acknowledged and thanked for the work that led to her being named a provincial literacy leader.

Macie, along with her ��ɫֱ�� colleagues attended the International Dyslexia Association of Ontario’s (IDA-O) Literacy and Learning conference last month, where a highlight was seeing Macie honoured with a Literacy Leader award. Macie was one of six recipients of the award, who were selected from hundreds of nominations.

At the Board meeting, Chair Erika Lougheed acknowledged Macie’s “exemplary endeavours” and Director of Education Craig Myles noted the difference that can be made when learning is “sparked by inspirational staff.” He acknowledged this work and its alignment with ��ɫֱ��’s strategic plan and its commitment to excellence in teaching and learning.

In introducing Macie to the Board, Superintendent Melanie Gray said Macie had worked tirelessly for many years in early learning and literacy and has been willing to share her knowledge with other early learning organizations.

Student Achievement and Well-Being Principal Steve Krause said that as a board, “we are beginning to see the impact of this work and it is exciting.”

Macie said the recognition means a lot, as she’s grateful that she and the team have been able to “really shift what we’re doing and making sure we’re supporting every student in an equitable way.”

Of Macie, IDA-O President Alicia Smith said, “A passionate and innovative educator, Ms. Macie has a deep understanding of language and literacy development, assessment, and instruction. Committed to ensuring every learner’s right to read is honoured, Ms. Macie has spearheaded Near North DSB’s shift to structured literacy. In this work, she has supported countless educators in providing evidence-based literacy instruction to meet the needs of all students.

“We also see Near North DSB as a leader in the province when it comes to implementing the recommendations of the Ontario Human Rights Commission’s Right to Read Inquiry,” Smith said.

Krause said Macie was “recognized for her tireless efforts over the past many years in supporting our learning in literacy as a board. Her willingness to share her depth of knowledge about how our brains learn and process language has supported staff in administration and classrooms.”

Krause went on to say Macie’s “mission to support students and staff placed our board in a position where many of our teaching practices were already aligned with the recommendations from the Ontario Human Rights Commission Right to Read report, when it was released in February 2022.

“We had already begun shifting our instruction to align with evidence-based research when the report was released, and many of the recommendations made in the report were understood and thoughtful responses and investments in learning, training and resources were underway,” Krause said.

Macie has been a strong and persistent voice calling for change in how educators were supporting students to read and write.��She recognized that the approach being used in Ontario did not align with decades of scientific research and therefore was unlikely to deliver results for all students. Macie has been providing professional development over the past five years, and working alongside the board’s program team to put resources into classrooms that can move this work forward.

“This award is especially meaningful because of whom it came from,” said Macie. “To have an organization like the IDA-O shine a light on my contribution to this work locally is really special. It also means a great deal to me that my colleagues here at ��ɫֱ�� must have submitted nominations in large enough numbers that IDA-O recognized me with this award.

“The most rewarding part of this work has been working with the incredible teachers we have at ��ɫֱ��,” Macie said. “Their willingness and eagerness to embrace this new work have been inspiring to see. Teachers want the best for their students and feel it deeply when their students struggle. Teachers now are reaching out to me saying that they are seeing the impact of this work and students are developing the skills needed to be proficient readers.”

Macie and the ��ɫֱ�� team are being featured on a Dyslexia Canada Spotlight Series episode on Friday, May 12 at 1 p.m. Dyslexia Canada notes, “The ��ɫֱ�� has been a trailblazing board in Ontario with regard to the recommendations in the Right to Read report – screening, structured literacy. Joining us will be Kara Macie – Lead Speech Language Pathologist, Steve Krause and Christopher Walking – K-12 Student Achievement and Well-Being Principals.” The episode may be accessed via .

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Letter to Families – registration for 2023-24 virtual learning

Tuesday, May 9, 2023

Dear Parents and Guardians,

��ɫֱ�� will continue to have virtual learning in place for the 2023-2024 school year. There is no information nor a decision about virtual education moving forward beyond next school year. With all of this in mind, we are registering students for ��ɫֱ��’s Virtual School for online learning for the 2023-2024 school year in line with guidance from the Ministry of Education.

We have created an online form to register your child(ren) for the upcoming school year. This learning placement will be for the entire school year. The registration link is at the bottom of this communication.

Below are the requirements for the Virtual School program based on the Ministry of Education guidelines.

Division	Grade level of students	Daily minimum synchronous learning time requirement (Can be broken into blocks of time as required)
Elementary	Kindergarten	180 minutes
Elementary	Grades 1 to 3	225 minutes
Elementary	Grades 4 to 8	225 minutes
Secondary	Grades 9 to 12	The higher of 60 minutes for each 75-minute class period or 225 minutes per day for a full course schedule

 

Virtual Learning – Asynchronous vs Synchronous

��ɫֱ�� will offer virtual learning for both elementary and secondary school students who wish to learn online. Most students in ��ɫֱ�� have returned to in-person classes so our ability to offer a wide range of virtual learning programs during the 2023-24 school year will be limited.

Virtual learning programs may be attended synchronously (in real-time, interactive with teacher and class) or asynchronously (with daily submission of work and check-ins but work done independently) but no paper packages will be made available. For most students, synchronous learning is the best way to support a positive learning environment. It is much more difficult to gain the full depth and breadth of experiences using the asynchronous learning method as there are limited interactions between peers and educators.

• Where there is no internet or technology at home, internet access (where available) and technology may be requested by families through ��ɫֱ��.

Virtual Learning: Elementary (VLE)

��ɫֱ�� will offer English language virtual learning for elementary students (kindergarten to Grade 8) for the 2023-24 school year. ��ɫֱ�� cannot offer French Immersion, Extended French, or any specialized programming virtually, due to limited numbers of students accessing those programs and the limited availability of qualified teachers.

• Families wanting French Immersion or Extended French should select in-person learning.
• Like this year, virtual learning will most likely include multi-grade combined classes.
• Students enrolled in VLE will be registered with ��ɫֱ��’s VLE school
  and not attached to their current home school.

Virtual Learning: Secondary (VLS)

��ɫֱ�� will offer virtual learning for secondary school students (Grades 9-12) for the 2023-24 school year. The VLS will offer a limited selection of courses in each grade level in many program pathways. Secondary students have already completed course selections for next year at their home schools and for students and families opting to attend VLS, every effort will be made to offer courses that students require for their chosen pathway to graduation, but all students will have to select from available virtual courses if registering for virtual learning.

• It is highly likely that all secondary students that are in virtual learning will have to take some e-learning courses, as there will be a limited selection of programming offered by ��ɫֱ��.
• System and school-specialized programs will only be available through in-person learning.
• The VLS will follow the same calendar and daily schedule as in-person programming.��

Special Education Classes and Individual Education Plans (IEPs)

Our experience over the past two years has shown that in-person learning is the best format to support students with special education needs, particularly those students registered in a special education class through the Identification, Placement and Review Process. For this reason, in the 2023-2024 school year, special education classes will remain in-person only

Other students with special education needs will continue to be supported with the necessary accommodations, modifications or alternative programs provided in their IEP, whether their choice is for in-person or virtual learning.

Registration for ��ɫֱ��’s Virtual School for 2023-2024 school year

If you would like to register your child(ren) please Parents and guardians are asked to complete the form by Thursday, May 11, 2023 at 4 p.m.

If you have questions, please reach out to the Virtual School secretary at virtualschool@nearnorthschools.ca.

We look forward to welcoming your children back to our safe, caring, and inclusive online classrooms in September 2023.

Sincerely,

��ɫֱ��

Monday, April 24, 2023

Custodial Training Program opening doors for students

As the inaugural class of ��ɫֱ��’s (��ɫֱ��) Custodial Services Training program nears graduation, students and staff are brimming with enthusiasm for what the future holds.

The result of a collaborative effort between ��ɫֱ�� and community partners District of Nipissing Social Services Administration Board (DNSSAB) and Yes Employment Services, this innovative program is one of just a few such courses offered in the province and the only one in the region.

DNSSAB Chair Mark King said, “The District of Nipissing Social Services Administration Board is pleased to support, and partner with, the ��ɫֱ��’s Custodial Training Services program. Employment training programs such as these assist individuals with gaining a solid foundation of relevant skills and training to attach to the labour market, improve their self-esteem and overall well-being, and help reduce social assistance dependency by providing educational pathways out of poverty. These programs also have the potential to assist in filling gaps in the local labour market.”

The program is open to individuals 18 and older, and those without a Grade 12 diploma can earn up to six credits while training to be a custodian. Students engage in theoretical learning in a classroom and then apply their new skills in a school environment.

Student Rayanne Doyle found the program on Facebook and signed up two weeks before it started. A high school graduate with training in carpentry, Doyle thought the program would add to her knowledge and skill set and be a good entry on her resume.

“I like it, I’ve been here every day. I’m motivated to get up early and come to class. It’s good for women because some of us don’t have self-confidence and this builds it,” Doyle said. “I’ve never used any of the tools we use here and the instructor, Deborah Lamb, is really nice and a good teacher. If you don’t have confidence in yourself, this will build it up for you. It gets you motivated to do something, and it also helps with the community.”

Fellow student Charlie Reynolds always wanted to be a custodian when he was younger. “They were always like a buddy at school, and I wanted to be one of those guys,” Reynolds said.

“The learning atmosphere is great; Mrs. Lamb is a great instructor and I’ve learned a lot. It’s great to come here, I’m having a great time,” Reynolds said. “The vast variety of stuff that I’m learning has been a highlight. I’ve learned CPR, first aid, working from heights, all the coronavirus stuff and how to stay safe.”

Reynolds said he think his job prospects upon graduation will be good as he intends on pursuing a custodial career and hopefully work at an ��ɫֱ�� school.

“I think it’s worth the time for other people to take the course, you learn a lot, it’s a great atmosphere and a lot of good people,” Reynolds said.

Custodial Services Training Program instructor Deborah Lamb has worked in the industry since 1996 and progressed from a casual worker with ��ɫֱ�� to facilities supervisor and is now teaching the next generation.

“Being a custodian is a job with a tremendous amount of variety, it’s not just cleaning.�� These students have learned about the boiler room, the security system, the fire suppression system, we’ve talked about timers, lights and shades,” Lamb said. “Cleaning is a big part of being a custodian but there is so much more. Anyone looking for a job that’s hands-on, physical, and varied this is a great career. There are plenty of places to go.”

Lamb is proud to be a part of this unique program and considers herself and her colleagues fortunate to work at ��ɫֱ��. She notes that many board staff have contributed to the success of the program from secondary program coordinator Lisa Spencer to the facilities supervisors who contributed equipment and supplies and human resources staff who instructed students in resume writing and mock interviews it has been a collaborative effort.

The Custodial Services Training Program, along with the ��ɫֱ��’s Personal Support Worker (PSW) program and other initiatives, is part of the board’s Multi-Year Strategic Plan (MYSP) strategy by providing innovative future-oriented learning experiences that promote student achievement and well-being including adult re-engagement programs.

“I highly recommend the course to people who are interested,” said Doyle. “It helps you progress; you have doors opened to you that never used to be. It’s really good to get into, if you think every door is shutting in your face, come here and you’ll see doors open.”

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Friday, May 5, 2023

Dear Parents and Guardians,

The monthly Letter to Families, distributed on the first Friday of the month, is intended to keep you apprised of news that affects all students and families of ��ɫֱ�� (��ɫֱ��).

*

��ɫֱ��’s student census – This is Me – is now open. The deadline has been extended to May 12. This is a voluntary survey and includes subjects like race and ethnicity, religion, sexual orientation and gender identity (students in kindergarten through Grade 6 will not answer questions about sexual orientation).

Families of students in Grades K-6 and whose parent or guardian is CASL-subscribed, and students in Grades 7-12, were emailed links to the survey on Monday, April 24. Families who are not CASL-subscribed were able to get paper copies at schools.

The survey is to be completed with students in Grades K-6, and students in intermediate and secondary grades were given time at school to complete the survey.

Information collected through the surveys will be used to better understand ��ɫֱ��’s diverse student population and will guide the board in best supporting school experiences for all students. ��ɫֱ�� will produce a summary report to help inform board and school decision-making for programs and instructions.

*

Preliminary secondary summer school information has been released. Courses will run based on staffing and enrolment, with decisions being made in mid- to late June. Daily attendance is mandatory for all programs, and there is no transportation provided for summer school.

The summer school page of the board’s website has been updated, with this summer’s learning opportunities. The full- and half-credit courses listed for Grades 9-12 are all e-learning courses. The courses run July 4-28 inclusive, and students must have access to a device and reliable internet to connect to course content.

Several additional learning opportunities are taking place in person. Check out the website for more information, including contacts and registration deadlines.

*

MLI Homestay is looking for three families to host international students who will be attending ��ɫֱ�� schools in the 2023-2024 school year.

Homes are needed for three males from Spain. Two of the students will be in North Bay from Sept. 1 to Dec. 12, 2023, and one will be a full-year student, living in North Bay from Sept. 1, 2023 to June 30, 2024.

Hosts welcome a student into their homes and families for the duration of their stay. Families are compensated to help cover expenses.

For more information, visit , or contact Kayla at kknight@mlihomestay.com or call 587-222-7172.

*

Upcoming ��ɫֱ�� Board and committee meetings are as follows:

• Committee-of-the-Whole (Board), Tuesday, May 9 at 6 p.m.
• Full Board meeting, Tuesday, May 9 at 6:30 p.m.
• Multi-Year Strategic Plan (MYSP) Committee, May 31 at 1 p.m.
• Special Education Advisory Committee, Thursday, May 18 at 1 p.m.

*

In addition to staying informed via the board’s website, families can find ��ɫֱ�� on , and .

Sincerely,

��ɫֱ��